Advisee/Advisor sharing of expertise, discussion and planning
TJ Plourde
Essential Question: What do we need to do to create an effective program?
There is no “standard” or “right” way to organize, implement and evaluate an advisor/advisee program. Schools are unique and programs should reflect the stakeholders needs within that school.
However, if we keep doing what we’re doing, we will continue to get what we’ve got.
Higher drop out rates
Misdirected college students
Seniors without a plan for post-secondary education
More behavior referrals
Higher failure rate in 9th grade
Lower SAT Scores
Are teachers qualified to provide guidance?
Teachers – Interact with students daily and are in an excellent position to lead, guide and direct students.
Effective teachers share many of the same traits as effective guidance counselors:
Ability to empathize with students
Patience and flexibility
Awareness of individual differences
Ability to listen to students
Purpose of an Advisor/Advisee program at SAHS
High Expectations (students will take an active role in their educational pathway)
Standards (students will show proof of how the school vision and mission statement is relevant) Skowhegan Area High School Mission “Today’s students, tomorrow’s future’” The MSAD #54 community values rigorous and relevant academic standards, fosters personal integrity and growth, and promotes self-reliance and social responsibility. We respect and honor the individual talents and differences that strengthen our local and global community. Students will graduate from Skowhegan Area High School with the foundation necessary to further their learning and become productive citizens. ACADEMIC EXPECTATIONS Graduates of SAHS will become lifelong learners by developing the following skills: 1.) Reading 2.) Writing 3.) Listening 4.) Speaking 5.) Using technology 6.) Gathering information 7.) Mathematics/Solving problems. SOCIAL AND CIVIC EXPECTATIONS SAHS students will be encouraged to become responsible and engaged citizens who 1.) Demonstrate ethical and responsible behavior 2.) Display respect and tolerance toward all 3.) Become effective collaborators 4.) Contribute positively to the local and global community 5.) Develop civic responsibility
Engaged Students (making school relevant to students)
Extra Help / Extra Time ( I see the school interventions working hand-in-hand with the integration piece)
Guidance Relationship (will help make educated decisions towards their future in high school as well as post graduate opportunities)
Meaningful relationship with a caring adult who:
Knows the student
Values education
Understands educational / career development
Has knowledge of the educational system
Meets regularly with the student for advising
TASKS (these are possible areas that Advisors in the program could choose)
Guidance lessons
Individual advising
Goal setting
Relationship building
Possible ideas for instruction at each grade level (this is open for discussion) all the prep work will be done for the teachers by each coordinator.
Grade 9
Kuder program (learning styles, interests, job exploration, and many other needed areas for individual life long growth)
Preparation and collection of portfolio
Grade 10
Continuation of Kuder
Community involvement (volunteer work, job shadow, or involvement of the many community associations) determine number of hours
Junior and senior year design
Continuation (preparation and collection of portfolio)
Grade 11
SAT prep
Continuation of Community involvement (volunteer work, job shadow, or involvement of the many community associations) determine number of hours
Interview techniques
Continuation (preparation and collection of portfolio)
Grade 12
College essays
resume writing
Senior portfolio presentation
Format
How many students per teacher? (12-15)
How often? (1-2 times per week) The other days could be in-school intervention- James Black will discuss in-school intervention possibilities.
How much will teacher need to prepare? (undetermined) Ideally the grade coordinator will have it completed prior to meeting with students.
Group Make-up (heterogeneous)
Grade Levels (single Grade Levels)
Looping (yes)
Facilitators (teachers, guidance counselors, administrators) yes the administrators must be involved if we are going to show a cultural change. Leadership by example.
T.J.'s Proposed School Schedule (only to get you thinking) I am sure that you have better ideas.
Period 1-2 (70 min.)
Advisor/Advisee and in-school intervention (40 min.)
Advisee/Advisor sharing of expertise, discussion and planning
TJ PlourdeEssential Question: What do we need to do to create an effective program?
There is no “standard” or “right” way to organize, implement and evaluate an advisor/advisee program. Schools are unique and programs should reflect the stakeholders needs within that school.
However, if we keep doing what we’re doing, we will continue to get what we’ve got.
Higher drop out rates
Misdirected college students
Seniors without a plan for post-secondary education
More behavior referrals
Higher failure rate in 9th grade
Lower SAT Scores
Are teachers qualified to provide guidance?
Teachers – Interact with students daily and are in an excellent position to lead, guide and direct students.
Effective teachers share many of the same traits as effective guidance counselors:
Ability to empathize with students
Patience and flexibility
Awareness of individual differences
Ability to listen to students
Purpose of an Advisor/Advisee program at SAHS
High Expectations (students will take an active role in their educational pathway)
Standards (students will show proof of how the school vision and mission statement is relevant)
Skowhegan Area High School Mission
“Today’s students, tomorrow’s future’”
The MSAD #54 community values rigorous and relevant academic standards, fosters personal integrity and growth, and promotes self-reliance and social responsibility. We respect and honor the individual talents and differences that strengthen our local and global community. Students will graduate from Skowhegan Area High School with the foundation necessary to further their learning and become productive citizens.
ACADEMIC EXPECTATIONS
Graduates of SAHS will become lifelong learners by developing the following skills:
1.) Reading
2.) Writing
3.) Listening
4.) Speaking
5.) Using technology
6.) Gathering information
7.) Mathematics/Solving problems.
SOCIAL AND CIVIC EXPECTATIONS
SAHS students will be encouraged to become responsible and engaged citizens who
1.) Demonstrate ethical and responsible behavior
2.) Display respect and tolerance toward all
3.) Become effective collaborators
4.) Contribute positively to the local and global community
5.) Develop civic responsibility
Engaged Students (making school relevant to students)
Extra Help / Extra Time ( I see the school interventions working hand-in-hand with the integration piece)
Guidance Relationship (will help make educated decisions towards their future in high school as well as post graduate opportunities)
Meaningful relationship with a caring adult who:
TASKS (these are possible areas that Advisors in the program could choose)
Guidance lessons
Individual advising
Goal setting
Relationship building
Possible ideas for instruction at each grade level (this is open for discussion) all the prep work will be done for the teachers by each coordinator.
Grade 9
Grade 10
Grade 11
Grade 12
Format
T.J.'s Proposed School Schedule (only to get you thinking) I am sure that you have better ideas.
Period 1-2 (70 min.)
Advisor/Advisee and in-school intervention (40 min.)
Period 3-4 (70 min.)
Period 5-6 (70 min.)
Period 7-8 (70 min.)
Possible Areas this could go.
Creating a student advisory group
Creating a Community advisory group